We Were Warned in 1890

The mission of Operation Jericho is to restore parental authority over the education of their children.

In order to restore our educational system, it will be necessary to revert back to a system based upon the first national Education Policy of 1647. The “Old Deluder Satan Law” which was reinforced with the Northwest Ordinance of 1787 stated: Sec. 14, Art. 3. Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged. These education policies worked so well for our nation that we went from a nation plowing the fields with mules in the 19th century to putting a man on the moon in the 20th Century. “The 5000 Year Leap” explains this very well.

From Records of the Governor and Company of the Massachusetts Bay in New England (1853), II: 203

It being one chief project of that old deluder, Satan, to keep men from the knowledge of the Scriptures, as in former times by keeping them in an unknown tongue, so in these latter times by persuading from the use of tongues, that so that at least the true sense and meaning of the original might be clouded and corrupted with false glosses of saint-seeming deceivers; and to the end that learning may not be buried in the grave of our forefathers, in church and commonwealth, the Lord assisting our endeavors.

It is therefore ordered that every township in this jurisdiction, after the Lord hath increased them to fifty households shall forthwith appoint one within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those that order the prudentials of the town shall appoint; provided those that send their children be not oppressed by paying much more than they can have them taught for in other towns.

And it is further ordered, that when any town shall increase to the number of one hundred families or householders, they shall set up a grammar school, the master thereof being able to instruct youth so far as they may be fitted for the university, provided that if any town neglect the performance hereof above one year that every such town shall pay 5 pounds to the next school till they shall perform this order.

An Ordinance for the government of the Territory of the United States northwest of the River Ohio.

Abstract: The following is taken from A. A. Hodge’s Evangelical Theology (first published in 1890). This particular excerpt comes from the lecture on “The Kingly Office of Christ.” Dr. Hodge has just finished expounding the implication of Christ’s kingship for the civil government stating that the State has the obligation to be Christian, acknowledging Christ’s Lordship and following His Word. He now draws out this obligation further as it relates to State-controlled education (the public school system) showing that it is impossible for a system under a supposedly “neutral” State to be anything other than a vicious engine of atheism. This is precisely what we have lived to see the Public School system become in our day. Dr. Hodge saw it coming over 100 years ago.

The following is taken from A. A. Hodge’s Evangelical Theology (first published in 1890). This particular excerpt comes from the lecture on “The Kingly Office of Christ.” Dr. Hodge has just finished expounding the implication of Christ’s kingship for the civil government stating that the State has the obligation to be Christian, acknowledging Christ’s Lordship and following His Word. He now draws out this obligation further as it relates to State-controlled education (the public school system) showing that it is impossible for a system under a supposedly “neutral” State to be anything other than a vicious engine of atheism. This is precisely what we have lived to see the Public School system become in our day. Dr. Hodge saw it coming over 100 years ago.

The overwhelming importance of this principle and weight of this obligation appear in the clearest light the moment the nation claims to regulate the supreme function of education. It is insisted upon that the right of self-preservation is the highest law of States as well as of individuals; that if the suffrage is universal, all holders of that suffrage must be educated in order to secure the heterogeneous character of our population and the divisions of the Christian Church, there is no agency in existence competent to educate the whole body of the holders of the universal suffrage except the State herself.

The situation, therefore, stands thus:

1st. The tendency of the entire system, in which already vast progress has been made, is to centralization. Each State governs her own system of common schools by a central agency, which brings them, for the sake of greater efficiency, into uniformity of method and rules. These schools are graded and supplemented by normal schools, high schools, and crowned by the State university. The tendency is to unite all these school systems of the several States in one uniform national system, providing with all the abundant resources of the nation for the entire education of its citizens in every department of human knowledge, and in doing this to establish a uniform curriculum of study, uniform standards for the selection of teachers, and a uniform school literary apparatus of text-books, etc.

2nd. The tendency is to hold that this system must be altogether secular. The atheistic doctrine is gaining currency, even among professed Christians and even among some bewildered Christian ministers, that an education provided by the common government for the children of diverse religious parties should be entirely emptied of all religious character. The Protestants object to the government schools being used for the purpose of inculcating the doctrines of the Catholic church, and Romanists object to the use of the Protestant version of the Bible and to the inculcation of the peculiar doctrines of the Protestant churches. The Jews protest against the schools being used to inculcate Christianity in any form, and the atheists and agnostics protest against any teaching that implies the existence and moral government of God. It is capable of exact demonstration that if every party in the State has the right of excluding from the public schools whatever he does not believe to be true, then he that believes most must give way to him that believes least, and then he that believes least must give way to him the believes absolutely nothing, no matter in how small a minority the atheists and the agnostics may be. It is self-evident that on this scheme, if it is consistently and persistently carried out in all parts of the country, the United States system of national popular education will be the most efficient and wide instrument for the propagation of atheism which the world has ever seen.

3rd. The claim of impartiality between positions as directly contradictory as that of Jews, Mohammedans, and Christians, and especially as that of theists and of atheists, is evidently absurd. And no less is the claim absurd and impossible that a system of education can be indifferent on these fundamental subjects. There is no possible branch of human knowledge which is not purely formal, like abstract logic or mathematics, which can be known or taught in a spirit of entire indifferency between theism and atheism. Every department which deals with realities, either principles, objective things, or substances, or with events, must be in reality one or the other: if it be not positively and confessedly theistic, it must be really and in full effect atheistic. The physical as well as the moral universe must be conceived either in a theistic or an atheistic light. It must originate in and develop through intelligent will-that is, in a person-or in atoms, force or chance. Teleology must be acknowledged everywhere or be denied everywhere. Philosophy, ethics, jurisprudence, political and social science, can be conceived of and treated only from a theistic or from an atheistic point of view. The proposal to treat them from a neutral point of view is ignorant
and absurd…

The prevalent superstition that men can be educated for good citizenship, or for any other use under heaven, without religion, is as unscientific and unphilosophical as it is irreligious. It deliberately leaves out of view the most essential and controlling elements of human character: that man is constitutionally as religious (that is, loyally or disloyally) as he is rational; that morals are impossible when dissociated from the religious basis out of which they grow; that, as a matter of fact, human liberty and stable republican institutions, and every practically successful scheme of universal education in all past history, have originated in the active ministries of the Christian religion, and in these alone. This miserable superstition rests upon no facts of experience, and, on the contrary, is maintained on purely theoretical grounds in opposition to all the lessons which the past history of our race furnishes on the subject.

It is no answer to say that the deficiency of the national system of education in this regard will be adequately supplied by the activities of the Christian churches. No court would admit in excuse for the diffusion of poison the pleas that the poisoner knew of another agent actively employed in diffusing an antidote. Moreover, the churches, divided and without national recognition, would be able very inadequately to counteract the deadly evil done by the public schools of the State with all the resources and prestige of the government. But more than all, atheism taught in the school cannot be counteracted by theism taught in the Church. Theism and atheism cannot coalesce to make anything. All truth in all spheres is organically one and vitally inseparable. It is impossible for different agencies independently to discuss and inculcate the religious and the purely naturalistic sides of truth respectively. They cannot be separated. In some degree they must recognize each other, and be taught together, as they are experienced in their natural relations.

I am as sure as I am of the fact of Christ’s reign that a comprehensive and centralized system of national education separated from religion, as is now commonly proposed, will prove the most appalling enginery for the propagation of anti-Christian and atheistic unbelief, and of anti-social, nihilistic ethics, individual, social, and political, which this sin-rent world has ever seen.